또래지위에 따른 마음읽기 능력의 차
The Relations between Children's Peer Status and Mindreading
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본 연구는 초등학교 6학년 241 명을 대상으로 또래지위에 따라 마음읽기 능력에 차이가 있는 지 알아 보기위해 수행되었다. 또래지위는 Coie와 Dodge(1983)의 사회측정기법으로 인기, 양면 성, 보통, 무시, 거부 집단으로 분류하였고, 마음읽기 능력은 인지적 마음읽기 능력인 생각읽 기와 정서적 마음읽기 능력인 정서읽기로 구분하여 측정했다 생각읽기 능력은 숨은 말 뜻 (선의의 거짓말, 풍자) 이해 과제, 헛디딤 말 이해 과제 및 애매한 행동 이해 과제 등 고등한 마음읽기 과제로 측정하였으며, 정서읽기 능력은 눈 표정과 얼굴표정에서 정서를 판단하는 과제로 측정하였다 생각읽기와 정서읽기를 포함하는 마음읽기 점수에 대한 또래지위의 주효 과가 유의미 하였으며, 거부 집단에서보다 인기, 양면성, 보통, 무시 집단에서 마음읽기 점수 가 더 높았다 생각읽기 점수에 대한 또래지위의 주효과도 유의미하였으나, 사후검증에서 각 집단 간의 생각읽기 점수 차이는 유의미하지 않았다 정서읽기(눈 정서읽기와 얼굴 정서읽기 의 평균)는 인기, 보통, 무시 집단이 거부 집단보다 더 높았다 이러한 결과는 또래들에게 거 부당하는 아동은 다른 아동에 비해 눈이나 얼굴표정에서 감정을 읽거나 타인의 마음을 이해 하는 능력이 부족하다는 것을 보여준다. 남아집단에 비해 여아집단이 생각읽기와 정서읽기를 더 잘 하였는데, 이는 여성이 남성보다 타인의 마음을 이해하고 공감하는 공감하기 능력이 높다는 Baron-αhen(2003)의 주장과 일치한다.
Abstract
This research investigates the relations between children's peer status and mind reading abilities in preadolescence. Based on sociometric methods(Coie & Dodge, 1983), 241 12-year-olds(1l5 girls; 126 boys; mean age 12-2) were divided into 5 groups: the popular, controversial, average, neglected and the rejected group. The mind reading abilities were measured by two kinds of tasks: the thoughts reading tasks and the emotions reading tasks. The theory of mind tasks such as Faux pas, white lie, and irony were used as the thoughts reading tasks. Reading the emotional states through eyes or facial expressions was used as the emotions reading tasks. Girls performed significantly better than boys on the thoughts reading and the emotions reading tasks. In the girls group, the thoughts reading and emotions reading scores differed among five peer status, but in the boys group the thoughts reading scores were not differed. However the mind reading scores which were the means of the thoughts reading and the emotions reading differed among peer status in both the girls and boys groups. More specifically, the mind reading performances of the popular group were higher than those of the rejected group. Overall, the results indicated that the popular children's mind reading abilities were higher than those of the rejected children. In addition, girls' mind reading abilities were higher than those boys. These findings suggest that the midreading abilities are important for the peer relations and higher in girls than in boys. These results support the Baron-Cohen(2003)'s arguments that girls have a better understanding of other people's mental states.
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